This study investigates how different visual representations of price facilitate learning in upper secondary social science education. Three lessons on pricing were given to four classes (n = 94 students). Two classes had lessons based on graphs and two on a causal loop diagram. Written pre- and post-test answers were analysed phenomenographically and results arising from the two visual representations were compared. Results suggested that a causal loop diagram facilitated a more complex way of understanding the causal relationships in pricing than the graph. The traditional way of introducing price, through the use of supply/demand graphs, is thereby problematised. The study extends knowledge by identifying a synergy between phenomenography and research on visual representations and has specific implications for teaching and learning.